This study examines the impact of an Interactive Sensory Ball (ISB), incorporating light and music programs, on children with autism spectrum disorder (ASD). The minimum viable product (MVP) of the ISB prototype was individually tested with 12 children aged 7 to 10 years and their teachers across two primary schools. A case study-based action research methodology was used, incorporating the Single-Minute-Exchange of Die (SMED) approach with video footage to assess behavioral changes and investigate the impact of the ISB product features. Results indicate significant improvements in engagement, self-regulation, focus and social interaction. These findings highlight the potential of interactive sensory tools in supporting children with ASD and provide valuable insights for policymakers, educators, stakeholders in health and education sectors. The study emphasizes the need for innovations that boost engagement and support self-regulation in children with ASD, thereby improving teacher working conditions. This aligns with sustainability goals, enhancing conditions and learning potential in primary schools and ASD departments.